The study set out to explore the effects of positive social interactions on the development of lifelong skills among secondary school students in the North West Region of Cameroon. Positive interactions constitute one of the key indicators of the hidden curriculum within the school milieu. Using A concurrent nested mixed method design, a sample of 3,642 students, 388 teachers, 11 Principals, and 21 Pedagogic Inspectors were randomly, purposefully, and conveniently selected from public, mission, and private schools in four sub-divisions of the North West Region of Cameroon. We collected data using 50 item questionnaires for students, 15 interview guide questions for teachers, Principals, and 35 for Pedagogic Inspectors. Hypotheses were tested using Simple Linear Regression Analysis test. Quantitative data were analyzed descriptively and inferentially, while qualitative data were analyzed using thematic content analysis. Findings of the study revealed a moderate significant effect of positive social interactions on the development of lifelong learning skills among secondary school students in the North West Region, which predicts 16.3% of the variations in students’ development of lifelong learning skills (F=58.262, R2=0.163, p=0.001). This study therefore recommends that policy-makers and school administrators should prioritize policies and the organization of environment that intentionally promote positive social interactions to significantly enhance lifelong learning skills.